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Détail de l'auteur
Auteur Erica R. KALDENBERG |
Documents disponibles écrits par cet auteur (1)
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Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability / Youjia HUA in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
[article]
Titre : Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Youjia HUA, Auteur ; Suzanne WOODS-GROVES, Auteur ; Erica R. KALDENBERG, Auteur ; Bethany J. SCHEIDECKER, Auteur Article en page(s) : p.89-100 Langues : Anglais (eng) Mots-clés : intellectual disability special education adult learners reading comprehension vocabulary Index. décimale : PER Périodiques Résumé : We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided. En ligne : http://dx.doi.org/10.1177/1088357613477473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.89-100[article] Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability [Texte imprimé et/ou numérique] / Youjia HUA, Auteur ; Suzanne WOODS-GROVES, Auteur ; Erica R. KALDENBERG, Auteur ; Bethany J. SCHEIDECKER, Auteur . - p.89-100.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.89-100
Mots-clés : intellectual disability special education adult learners reading comprehension vocabulary Index. décimale : PER Périodiques Résumé : We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided. En ligne : http://dx.doi.org/10.1177/1088357613477473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200